BREAKING THE "SILENT CODER" STEREOTYPE: INFORMATION SYNTHESIS AND PROFESSIONAL VISIBILITY THROUGH ELEVATOR PITCHES IN ICT EDUCATION
Virág Vasas*
Dennis Gabor University, Budapest, Hungary
∗ Correspondence: vasas.virag@gde.hu
DOI : 10.66538/DH.2026.2.1.
Abstract
In the current technological landscape, a critical paradox has emerged: while AI tools can instantly summarize vast amounts of data, the human capacity for information synthesis—the ability to discern, prioritize, and articulate core value—is rapidly declining. This is particularly evident in ICT education, where communication has traditionally been a primary weak point. This presentation shares the findings of a large-scale pedagogical initiative where 2,500 student elevator pitch videos were analysed across four distinct curricula to evaluate the development of communication and synthesis competencies.
The data reveals a profound behavioural evolution among students. Initial stages were characterized by high levels of reluctance and "technological hiding," where students struggled to speak without stuttering or relying on jargon. However, through the iterative process of recording pitches for every project, a clear trajectory was identified: from initial hesitation to active involvement, and from fragmented delivery to clear, well-structured professional communication.
Central to this discussion is the role of information synthesis as a high-level cognitive competency. As AI increasingly automates the "summary" task, students are losing the "mental muscle" required to weigh information and build a persuasive narrative. This study argues that the elevator pitch is an essential "anti-fragile" tool in the AI era. It forces the human learner back into the loop, requiring them to physically and mentally internalize their technical work and translate it into a concise, high-impact message. The presentation will detail the qualitative shifts observed in the 2,500-video dataset, providing evidence that structured, video-based reflection is one of the most effective tools for restoring professional agency and ensuring that ICT graduates can authentically demonstrate their real capabilities in a competitive, AI-driven market.
Keywords: Information Synthesis, AI-Augmented Education, Pedagogical Longitudinal Study, Metacognitive Development, ICT Com-munication Gap